Professional Documents
Culture Documents
Instructional Plan:
Developing Coping Skills in Adolescents
Introduction
Coping skills are those skills that we use to offset disadvantages in day to day life.
Coping skills can be seen as a sort of adaptation, such as the finely tuned hearing that many
visually impaired people develop.
Coping skills can be positive or negative. Positive coping skills help us get through
situations at nearly the same level as those who do not have the disadvantage. Negative coping
skills, however, may provide short-term relief or distraction, but ultimately worsen our
disadvantage.
Phase I
Target Audience
Characteristics:
cope in the stressful time of their lives.
adolescents and desire in helping them to
Developing Coping
- No experience working with adolescents
Description of Course
Skills
in
Delivery Modality and Length of Course
Adolescents
training program.
positive relationships.
classroom setting.
Goals
Phase II
GOALS
1. Identify and develop character
strength.
2. Promote positve
communication and positive
relationship.
Objectives
Phase II
Phase III
Instructional
Technology
Instructional
Strategies &
Activities
By using various
worksheets that present
real - life situations,
participants collaborate
to develop responses to
the situation.
Learning Methodology
Communication
Build Interest
Participants
Formative Assessment
The length of this course will be 4 hours per day with two 15
minutes break for 3 consecutive days per week for 6 weeks. The
starting time will be from 6 p.m. to 10 p.m. and the anticipated date
for course to begin is December 1, 2015 to January 12, 2016.
Individuals involved in the implementation of this course are the
facilitator and the learners.
Resources needed for this course are a computer and projector,
whiteboard and dry erase markers. Materials needed to be prepared
are the power point slides and handouts, case study with scenarios,
activity sheets, games, quiz and evaluation
This course will be communicated through the Universities and
communities as a prerequisite course for individuals who would
like to start their Bachelors in Education or Social Work and for
parents living in various communities who strive in helping their
children to cope in society.
To build interest and commitment in the plan the course will be
more of a student-centered with hands on activities and team
collaboration, resolving case studies and developing suitable
instructional strategies.
Participants will be selected based on their needs and field of study.
The formative assessment will be conducted throughout the
instructional design process. This will help to improve the design of
the course as we proceed in developing its success. The formative
assessment also identifies areas that might be misunderstood by the
learner or misrepresented by the instructor.
Element/Content
Method
Reasoning
Week One
Day One
6:00 9:30 p.m.
Two 15 mins. Break
Opening Exercise
Watch a short video on
Who am I?
Establish connection
between students and
getting to know me.
Day Two
6:00 9:30 p.m.
Two 15 mins Break
Individual Activity
Day Three
6:00 9:30 p.m.
Two 15 mins. Break
Discussion
Week Two
Day One
6:00 9:30 p.m.
Two 15 mins. break
Problem Solving
Group Activity
Strategizing instrumental
action planning
Day Two
6:00 9:30 p.m.
Two 15 mins. break
Discussion/ Group
Assessment
Day Three
6:00 9:30 p.m.
Two 15 mins. break
Week Three
Day One
6:00 9:30 p.m.
Two 15 mins. break
Social isolation by
withdrawal, concealment and
advoiding others.
Isolation is a form of
depression that leads to
stress and can cause
abnormal thinking and
actions.
Day Two
6:00 9:30 p.m.
Two 15 mins. break
Anger Management
Day Three
6:00 9:30 p.m.
Two 15 mins. break
Distress Tolerance
Listening to different
types of music and
discuss.
Teaches individuals to
learn how to make it
through a bad situation.
Week Four
Day One
6:00 9:30 p.m.
Two 15 mins. break
Stress Relievers I
Discussion
Day Two
6:00 9:30 p.m.
Two 15 mins. break
Stress Relievers II
Group Work/Technology
Day Three
6:00 9:30 p.m.
Two 15 mins. break
Discussion and
Technology
Week Five
Day One
6:00 9:30 p.m.
Two 15 mins. break
Healthy Relationships
Group activity
Day Two
6:00 9:30 p.m.
Two 15 mins. break
Getting involved
Individual /worksheet
and discussion
Day Three
6:00 9:30 p.m.
Two 15 mins. break
Give learners an
understanding of
unhealthy foods that are
used to curb depression
etc.
Week Six
Day One
6:00 9:30 p.m.
Two 15 mins. break
Relax I
Discussion
Day Two
6:00 9:30 p.m.
Two 15 mins. break
Relax II
Music/Exercise/Dance
Day Three
6:00 9:30 p.m.
Two 15 mins. break
Relax III
Nature
walks/trips/excursion
Phase IV
Evaluation Strategy
An initial evaluation will be conducted at the end of the course that will give an idea of
how the attendees reacted to the information provided; was it helpful? Is it easy to understand?
What did the participants take away from the training that will help them? What would the
participants add or want to learn more of? This initial evaluation will be done as a group activity
on the last day of the course.
In addition, participants will be given a short quiz to measure what they have learned.
This is a short ten question quiz that will be completed at the end of each weeks lecture. This
quiz will be created by the facilitator. Defintion:
A learner evaluation is a high level of
success that is accomplish through which
the learner
is able atofollow
meet instructional
To evaluate a change
in behavior
up questionnaire will need to be distributed to
goals and objectives.
Purpose:
the participants at their individual location
of practice whether at home or on the job. Questions
To determine the success level a learner
has achieved
by participating
in knowledge, do they have the resources
that pertain to what they learned,
how they
are using the
instruction.
to use the knowledge taught, and Characteristics:
what suggestions do you have to improve the training? This
-validity
questionnaire will be distributed 3-5 months
after the completion of training.
-reliability
Definition:
Evaluation which takes place
after an instructional
intervention has been
implemented.
Definition:
Evaluation that generally takes place before or
Evaluation Instrument
during
a project's implementation.
Purpose:
To improve the project's
design and performance.
Characteristics:
Provides feedback so program
personnel can impove it
Purpose:
To gather data which
allows the effectiveness to be determine and
answer
questions
LEARNER
Characteristics:
Provides a summary at the end of the
program and determine its effectiveness.
FORMATIVE
SUMMATIVE
Reference
Brown, A., & Green, T. (2011). The essentials of instructional design: Connecting fundamental
principles
with
process
and
practice
(2nd
ed.).
Boston:
Prentice
Hall.
https://www.cmu.edu/teaching/solveproblem/strat-lackmotivation/lackmotivation-01.html
http://phobias.about.com/od/glossary/g/copingskillsdef.htm
https://middleearthnj.wordpress.com/2010/04/09/developing-coping-skills-inteens/
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.a
sp
http://www.pbisworld.com/tier-1/teach-coping-skills/